Comparative Race and Ethnic Studies
Undergraduate Program Chair: Michael Dawson, Ph.D.
5733 S. University Ave., Rm. 201
Telephone: 773-702-8063
Student Affairs Administrator: Y. Kafi Moragne-Patterson
5733 S. University Ave., Rm. 206
Telephone: 773-702-8063
Web: csrpc.uchicago.edu
Program of Study
The B.A. program in Comparative Race and Ethnic Studies offers an interdisciplinary curriculum
through which students can examine the histories, languages, and cultures of the racial and ethnic
groups in and of themselves, in relationship to each other, and, particularly, in structural contexts
of power. Focusing on genocide, slavery, conquest, confinement, immigration, and the diaspora
of peoples around the globe, Comparative Race and Ethnic Studies examines the material,
artistic, and literary expressions of peoples who originated in Africa, Latin America, Asia and
Europe, who moved voluntarily or were forcefully bound over to the Americas, and here evolved
stigmatized identities, which were tied to the cultures and histories of their natal lands in
complicated ways.
A student who obtains a B.A. in Comparative Race and Ethnic Studies will be well prepared for
admission to graduate programs in the humanities and social sciences, to professional schools in
law, medicine, public health, social work, business, or international affairs, and to careers in
education, journalism, politics, creative writing, and the nonprofit sector. A degree in
Comparative Race and Ethnic Studies offers training designed to impart fundamental skills in
critical thinking, comparative analysis, social theory, research methods, and written expression.
This major/minor is also available to students interested in the study of Africa in a comparative
framework.
Program Requirements
Students are encouraged to meet the general education requirement in the humanities and/or
social sciences before declaring their major. Students must meet with the Director of
Undergraduate Studies to discuss a plan of study as soon as they declare their major (no later
than the end of Spring Quarter of their third year. Students are also encouraged to consult with
the Director of Undergraduate Studies to chart their progression through their course of study.
The major requires 11-12 courses, depending on whether the student counts two or three
civilization studies courses chosen from those listed below toward the general education
requirement. Student who use all three Colonizations or Latin American Civilizations courses or
take both African Civilizations courses and the third course in the Colonizations sequence will
have an 11-course major. The major requires eight elective courses, a B.A. Colloquium on
Theory and Methods in Comparative Race and Ethnic Studies, and a B.A. essay.
Students have two ways to fulfill the elective course requirements for the major. Option 1
allows students to focus four courses on one specific area of specialization – Africa Past and
Present, African Americans, Asian Americans, Latinas/os, Native Americans – and a second four
course cluster drawn from a different area or four comparative courses. For example, one may
choose to take four courses focused on African Americans, and choose the second four courses
exclusively on Asian Americans, or four courses in the Comparative category.
Option 2 is designed for students who wish to explore Comparative Race and Ethnic Studies
primarily through a disciplinary (e.g., Anthropology, English, History) or interdisciplinary
program focus (e.g., Gender Studies, Latin American Studies), or who wish to graduate with a
double major in Comparative Race and Ethnic Studies. Accordingly, one four-course cluster of
electives must be focused on one area (Africa Past and Present, African Americans, Asian
Americans, Latinas/os, Native Americans). A second cluster of four courses should fall within a
specific discipline or interdisciplinary area.
The requirements for Options 1 and 2 are virtually identical: 1-2 civilization studies courses,
eight electives, a B.A. Colloquium, and a B.A. essay.
B.A. Colloquium: Theory and Methods in Comparative Race and Ethnic Studies.
During one’s final year in the program, and after students have completed most of the elective
requirements for the major, they must enroll in the B.A. Colloquium on Theory and Methods in
Comparative Race and Ethnic Studies, which is meant to help synthesize the vast knowledge
they have gained and to prepare them to write a B.A. essay.
Research Project or Essay. A substantial essay or project is to be completed in the student’s
fourth year under the supervision of a Comparative Race and Ethnic Studies adviser, who is a
member of the program’s core faculty. Students must choose an essay adviser and submit a
formal B.A. proposal to the Director of Undergraduate Studies by the end of their third year of
study. B.A. essays are due on May 1 of their fourth year or by fifth week of their quarter of
graduation.
This program may accept a B.A. paper or project used to satisfy the same requirement in another
major if certain conditions are met and with the required consent of both program chairs.
Students should also consult with the chairs by the earliest B.A. proposal deadline, or if one
program fails to publish a deadline, by the end of their third year. A consent form, to be signed
by both chairs, is available from the College adviser. It must be completed and returned to the
College adviser by the end of Autumn Quarter of the student’s year of graduation.
Summary of Proposed Requirements for Comparative Race and Ethnic Studies
General Education
Colonizations (CRES 24001-24002), African Civilization (ANTH 2070120702), African Civilization in Africa (SOSC 26600-26700), Latin American
Civilization (LACS 16100-16200), or Latin American Civilization in Oaxaca
(SOSC 24302-24402).
Major
1-2 CRES 24003, Latin American Civilization 16300, or SOSC 24502
if the first two quarters of the above civilizations studies courses
are taken to fulfill the general education requirement; two courses
2
in the above sequences if another civilizations sequence is taken.
4
courses in one specific area of specialization (Africa Past and
Present, African American, Latina/o, Asian American, or Native
American)
4
courses in a second area of specialization or 4 comparative
courses; students completing a second major may choose 4 courses
within a single discipline or interdisciplinary field (e.g. history,
gender studies, sociology, political science) that focus on race and
ethnic issues.
1
B.A Colloquium (CRES 27600)
1
B.A. Essay (CRES 29900)
________
11-12 courses
Grading. All courses must be taken for a quality grade unless a course only offers a P/F grading
option.
Honors. The B.A. with honors is awarded to all students who meet the following requirements: a
GPA of at least 3.25 overall and 3.5 in the major, and a grade of A- or above on the B.A. essay.
Advising. Each student must choose an adviser who is a member of the Comparative Race and
Ethnic Studies core faculty listed below by the time the B.A. essay proposal is turned in at the
end of the third year. Students are expected to have consulted with the Director of
Undergraduate Studies to identify a faculty adviser and to design their program of study by the
beginning of their third year (after the declaration of the major). Students may continue to seek
advice from both the Director of Undergraduate Studies and their faculty advisor while
completing their programs of study.
Minor Program in Comparative Race and Ethnic Studies.
The minor in Comparative Race and Ethnic Studies consists of 5-7 courses, depending upon
whether the two civilizations studies courses are taken for general education. Credit toward the
minor for courses taken at any other institution must be discussed with the Director of
Undergraduate Studies in advance of registration. Students must receive the undergraduate
program chair’s approval of the minor program on a form obtained from their College adviser.
This form must then be returned to their College adviser by the end of Spring Quarter of their
third year.
Courses in the minor program may not be (1) double counted with the student’s major(s) or with
other minors and (2) may not be counted toward general education requirements. Courses in the
minor must be taken for quality grades, and more than half of the requirements for the minor
3
must be met by registering for courses bearing University of Chicago course numbers. Courses
taken to complete a minor are counted toward electives.
Summary of Minor Requirements
2
Colonizations (CRES 24001-24002), African Civilization (ANTH
20701-20702), African Civilization in Africa (SOSC 26600-26700),
Latin American Civilization (LACS 16100-16200), or Latin American
Civilization in Oaxaca (SOSC 24302-24402).
4
courses in one specific area of focus (Africa past and present,
African-American, Latina/o, Asian American, or Native American)
1
Comparative course
__________
5-7 courses (depending whether the civilization studies courses are taken
for general education)
Degree Listing
Students who major in Comparative Race and Ethnic Studies will have their area of
specialization listed on their transcript. Thus a student with an African American Studies focus
will have their degree listed as “Comparative Race and Ethnic Studies, specialization African
American Studies.” The same will apply for those students who focus on Asian Americans,
Native Americans, Latinos/as, and Africa Past and Present.
Faculty
H. Agrama, L. Auslander, R. Austen (Emeritus), L. Berlant, P. Bohlman, D. Borges, M. Briones,
C. Broughton, A. Brown, T. Brugrea, S. Burns, M. Butler, D. Chakrabarty, K. Charles, K. Choi,
Y. Choi, C. Cohen, J. Cole, H. Conyers, R. Coronado, J. Dailey, S. Dawdy, M. Dawson, D.
DeSorMeaux, D. English, M. Dietler, C. Evans, T. Fisher, R. Fogelson, A. Ford, C. Fromont, C.
Futterman, L. Gandhi, M. Gilliam, H. Ginard, J.A. Goldsmith, R. Gooding-Williams, A. Green,
R. Gonzalez, R. Gutiérrez, J. Hevia, T. Holt, D. Hopkins, D. Hutchinson, R. Jackson, T. Jackson,
R. Jean-Baptiste, W. Johnson, A. Jones, M. Keels, J. Kelly, K. Kim, E. Kourí, L. Kruger, D.L.
Levine (Emeritus), A. Lugo-Ortiz, W. McDade, O. McRoberts, A. Melo, D. Miller, S. Mufwene,
D. Norton (Emeritus), E. Oliver, O. Olopade, E. Osborn, J. Palmer, S. Palmié, V. Parks, T.
Paschel, C. Payne, M. Peek, S. Reddy, F. Richard, G. Miranda Samuels, L. Sanchez-Johnsen, J.
Saville, M. Small, M. B. Spencer, R. Stone, F. Stuart, M. Vela, D. Voisin, R. Von Hallberg, K.
Warren, M. Yasui, M. Ybarra, T. Zahra, R. Zorach
Africa Past and Present
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10201. Themes in West African History. This course will explore major themes in West
African history, from the emergence of the Empire of Mali in the thirteenth century through the
jihad of the eighteenth and nineteenth centuries and the European colonial conquest and
occupation of Africa in the nineteenth century. Themes of study include: the expansion of Islam;
the creation of ethnic trading diasporas; the trans-Atlantic slave trade; metissage and the creation
of coastal Creole communities; and legitimate commerce. E. Osborn.
20103. Urban History in Colonial and Contemporary Africa. This course traces the rapid
expansion of and migration to cities in sub-Saharan Africa from the 1950s through today.
Though cities and towns have existed in varied parts of the continent since early history, the last
decades of the twentieth century witnessed unprecedented urbanization. Topics to be explored
include: city planning and colonialism; the informal economy; marriage and family life; youth,
crime and punishment; prostitution; and labor. R. Jean-Baptiste.
20200. Sierra Leone: Slavery and Freedom in Atlantic World. This course focuses on the
British colony of Sierra Leone to investigates the linkages that emerged among West Africa,
Europe, and the Americas. In the eighteenth century, European and American merchants resided
on the coast of Sierra Leone and engaged in the slave trade. At the end of the eighteenth century,
a small group of former slaves from North America committed to abolition took up residence
there, and they were soon joined by others: Maroons from Jamaica and Recaptives, or captives
liberated from ships illegally engaged in the slave trade. This course draws heavily upon
primary sources (correspondence, missionary records, government documents, and the writings
of prominent Sierra Leonean intellectuals) to examine the history of Christianity and colonialism
in West Africa, as well as to consider the trans-national circulation of ideas about "civilization",
freedom, and citizenship. History majors can fulfill their pre-BA research paper requirement in
this class. E. Osborn.
20701-20702. Introduction to African Civilization I, II. (=AFAM 20701-20702, HIST 1010110102, SOSC 22500-22600) Taking these courses in sequence is recommended but not required.
This sequence meets the general education requirement in civilization studies. This core
sequence introduces students to the history and societies of Africa. Part one focuses primarily on
Western and precolonial Africa. We use a diverse variety of sources to examine the history of
West African kingdoms and the rise and impact of the slave trade. The second part examines the
process of colonization in Africa, and African responses. We focus our investigation primarily
on the eastern and southern regions of Africa, as well as on Madagascar. Winter, Spring.
21203/33600. Intensive Study of a Culture: The Tswana, Past and Present. (=AFAM 205).
This course describes and analyzes the sociocultural order of an African people during the
precolonial, colonial, and postcolonial periods. Jean Comoroff.
21217. Intensive Study of a Culture: The Luo of Kenya. This course offers an overview of the
history and contemporary culture of the Luo, a Nilotic-speaking people living on the shores of
Lake Victoria. It examines the migration of the Luo into the region, the history of their encounter
with British colonialism, and their evolving situation within the post-colonial Kenyan state. M.
Dietler.
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22210. African Intimacies: Gender, Sex and Marriage in Africa. This course explores the
intersection between ideas and practices around the body, reproduction, and intimate social
relations and broader political and economic processes in contemporary Africa. Drawing on
recent ethnographies as well as historical studies of diverse African societies, we will explore the
nature of body and person in Africa, and how ideas about the body and intimate social relations
inform wider political formations and social dynamics. J. Cole.
23400. Gender, Generation and Social Change in Contemporary Africa. In recent years there has
been an explosion of research on youth and children in Africa. Much of this research is premised
on the idea that the current demography of Africa, where a huge proportion of the population is
under the age of 25, paired with recent social and economic changes, creates what some have
called a crisis of social reproduction. Taking the current concern with a crisis of social
reproduction as a point of departure, this class uses the categories of gender and generation in
order to investigate processes of continuity and transformation, both in the past and in
contemporary Africa. J. Cole.
24201/34201. Cinema in Africa. (=AFAM 21900, CMLT 22900/42900, ENGL 27600/48601,
ISHU 27702) PQ: At least one college-level course either in African or in film studies, and
advanced standing. This course examines cinema in Africa as well as films produced in Africa. It
places cinema in Sub-Saharan Africa in its social, cultural, and aesthetic contexts-ranging from
neocolonial to postcolonial, Western to Southern Africa, documentary to fiction, art cinema to
TV. We begin with La Noire de... (1966), a groundbreaking film by the "father" of African
cinema, Ousmane Sembene, contrasted with a South African film, The Magic Garden (1960),
which more closely resembles African-American musical film. We then continue with anticolonial and anti-apartheid films, from Lionel Rogosin's Come Back Africa (1959) to Sarah
Maldoror's Sambizanga, Ousmane Sembene's Camp de Thiaroye (1984), and Jean Marie Teno's
Afrique, Je te Plumerai (1995). Lastly we examine cinematic representations of tensions
(between urban and rural life; between traditional and modern life) and the different implications
of these tensions (for men and women; for Western and Southern Africa; in fiction,
documentary, and ethnographic film). L. Kruger.
African American
16402. Slavery at the Movies. (=HIST 16402) This course considers representations of slavery
in historical documents, fiction, and in film, in order to think critically about the representations
and uses of enslavement in popular culture. Comparisons of historical vision and cinematic
representation of slavery focus on the largely understudied post World War II commercial film.
Special remarks: It is expected that all students will have viewed the film at least once before the
first class meeting of the week. Anyone who does not attend the Sunday afternoon screening is
responsible for making independent arrangements to view the film. J. Saville.
18803. Civil Rights in Twentieth-Century America. (=LLSO 22004) This course focuses on
struggles over the definition of civil rights and who could claim them over the course of the
twentieth century. The African American Freedom Movement is at the narrative center of this
course, but other civil rights movements (e.g., the women's movement, the gay rights movement,
other ethnic-based rights movements) are discussed as well. J. Dailey.
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20104/30104. Urban Structure and Process. (=SOCI 25100, GEOG 22700/32700,) This course
reviews competing theories of urban development, especially their ability to explain the
changing nature of cities under the impact of advanced industrialism. Analysis includes a
consideration of emerging metropolitan regions, the microstructure of local neighborhoods, and
the limitations of the past U.S. experience as a way of developing worldwide urban policy. O.
McRoberts.
21201. Intensive Study of a Culture: Chicago Blues. This course is an anthropological and
historical exploration of one of the most original and influential American musical genres in its
social and cultural context. We examine transformations in the cultural meaning of the blues and
its place within broader American cultural currents, the social and economic situation of blues
musicians, and the political economy of blues within the wider music industry. M. Dietler.
21225. Intensive Study of a Culture: Louisiana. Louisiana is home to Cajun music, Creole
food, and the Yat dialect, as well as some of the most impressive prehistoric mound sites in
North America. This course offers an archaeological, historical, and ethnographic introduction to
Louisiana's complex culture. We focus on the ways in which race, ethnicity, and identity are
constructed within and about Louisiana. S. Dawdy.
22200. African-American Politics. (=LLSO 25902, PLSC 22100) This course explores both the
historical and contemporary political behavior of African Americans, examining the multitude of
ways in which African Americans have engaged in politics and political struggle in the United
States. To understand different approaches to the liberation of black people, we must pay special
attention to the attitudes, worldviews, and ideologies that structure and influence AfricanAmerican political behavior. An analysis of difference and stratification in black communities
and its resulting impact on political ideologies and mobilization is a crucial component of this
course. Our goal is to situate the politics of African Americans in the larger design we call
American politics. C. Cohen.
22800. African American Religion: Themes and Issues. This is an introductory course on the
history and religious experiences of African Americans. I focus especially on the social and
cultural context of the evolution of African American religion, relationships between black and
white churches, and black and white interpretations of African American religion. C. Evans.
23200. Jazz. (=MUSI 23100/33100) PQ: Any 10000-level music course or ability to read music.
T. Jackson. Spring. This survey charts the history and development of jazz from its African
roots to the present. Representative recordings in various styles are selected for intensive
analysis and connected to other musics, currents in American and world cultures, and the
contexts and processes of performance. T.Jackson.
24601. Malcolm and Martin: Life and Belief. This course examines the religious, social,
cultural, political, and personal factors that went in to making the two most prominent public
leaders and public intellectuals emerging from the African American community in the 1950s
and 1960s: Malcolm X and Martin Luther King, Jr. We will review their autobiographies, the
domestic trends within the U.S.A., and the larger international forces operating during their
times. Their life stories provide the contexts for the sharp differences and surprising
commonalities in their political thought and religious beliefs. Malcolm X went through 3
7
different stages of life and intellectual development. Martin King underwent, at least, two major
personal and thought movements. The operative question is: what can Malcolm and Martin tell
us about America during one of the most dynamic periods in the nation's personality
metamorphosis? We will use documentary videos of each man's speeches and of the social
contexts in which they lived. D. Hopkins.
25103. Black Women Writers of the 1940s & 1950s. In 1950 Gwendolyn Brooks won the
Pulitzer Prize for her verse collection Annie Allen. Eight years earlier, For My People brought
Margaret Walker the Yale Younger Poets award. Ann Petry's The Street became a million-seller
novel upon its publication in 1946. A Raisin in the Sun's twinned successes as a Broadway hit
and winner of the New York Drama Critics Circle Award in 1959 established Lorraine
Hansberry as a playwright of note. This second "woman's era" in African American literature is
often neglected as one compared to those of the late 19th and 20th centuries. In this course, we
will attend to this group of writers, to account for the unprecedented critical and popular acclaim
that they received during the 1940s and 1950s. Focusing on the writings of Brooks, Walker,
Petry and Hansberry, we will consider the following issues: How might we theorize the thematic
and formal appeal of their works-what traditions did these writers continue, what innovations did
they establish, and why did their craft and concerns resonate so keenly with mid-20th century
American reading publics? What historiographies and sociologies might account for their
formation as a cultural cohort-in what friendship and professional networks did these writers
circulate? Why was their work so readily accommodated by the mainstream print venues? How
did their circuits of contact and influence differ from support systems that black women writers
enjoyed (or lacked) in prior or subsequent times? When read in sync with the governing ideals of
literary culture and public intellectual life during the post-World War II/pre-Civil Rights
Movement eras, what models of black female authorship and intellectual authority emerge from
this time? J. Goldsby.
25200. Urban Politics. (=LLSO 26701, PLSC 25200) This course is designed to allow students
to place research that tackles some of the basic urban problems confronting American society
within the context of theories of urban politics. We begin by critically reviewing classic works in
urban politics, such as those of Dahl, Banfield, Peterson, and Castells. During the second part of
the course, we shift to consider how the theory covered in the first part of the course can help us
analyze and understand the implications for American democracy of selected severe urban
problems. Problems selected for more detailed review this year include the Katrina disaster, and
racial and ethnic urban conflict. M. Dawson.
26300. The Harlem Renaissance. In this course we will first examine the major descriptions
and evaluations of the Harlem Renaissance as a literary period (Nathan Huggins, David Levering
Lewis, Houston Baker, George Huchinson), and then we will take up some of the chief creative
and intellectual architects of the movement: Langston Hughes, Alain Locke, W.E.B Du Bois,
Nella Larsen, Jessie Fauset, Jean Toomer, and others. K. Warren.
26500. The Age of Washington and DuBois. The turn of the century, the period which
historian Rayford W. Logan has designated as the nadir of African-American history, also marks
what literary historians are calling the first black cultural renaissance. How are we to think about
the relationship between cultural production and black political liberation during the decades that
8
brought to prominence Booker T. Washington and W. E. B. Du Bois as iconic figures marking
the range of black political thinking? K. Warren.
26000. Race and Politics. (=PLSC 26000, AFAM 26000) Fundamentally, this course is meant
to explore how race, both historically and currently, influences politics in the United States. For
example, is there something unique about the politics of African Americans? Does the idea and
lived experience of whiteness shape one's political behavior? Throughout the quarter, students
interrogate the way scholars, primarily in the field of American politics, have ignored,
conceptualized, measured, modeled, and sometimes fully engaged the concept of race. We
examine the multiple manifestations of race in the political domain, both as it functions alone
and as it intersects with other identities such as gender, class, and sexuality. M. Dawson.
27200/37200. African-American History to 1877. (=HIST 27200/37200, LLSO 26901) This
lecture course examines selected topics in the African-American experience, from the slave trade
to slavery emancipation. Each lecture focuses on a specific problem of interpretation in AfricanAmerican history. All lectures are framed by an overall theme: the ‘making’ of an AfricanAmerican people out of diverse ethnic groups brought together under conditions of extreme
oppression; and its corollary, the structural constraints and openings for resistance to that
oppression. Readings emphasize primary sources (e.g., autobiographical materials), which are
supplemented by readings in important secondary sources. T. Holt.
27300/37300. African-American History since 1877. (=HIST 27300/37300, LLSO 28800) This
course explores in a comparative framework the historical forces that shaped the work, culture,
and political struggles of African-American people in the United States from the end of
American Reconstruction to the present. T. Holt.
27301. Introduction to Black Chicago, 1895-2005. (=HIST 27301) This course surveys the
history of African Americans in Chicago, from before the 20th century to the present.
Referencing episodes from that history, we will treat a variety of themes, including: migration
and its impact, origins and effects of class stratification; relation of culture and cultural endeavor
to collective consciousness, rise of the institutionalized religions, facts and fictions of political
empowerment, and the correspondence of Black lives and living to indices of city wellness
(services, schools, safety, general civic feeling, etc). Of necessity, this will be a history class that
acknowledges its place within a robust interdisciplinary conversation. Students can expect to
read works of autobiography and poetry, sociology, documentary photography, political science,
and criminology, as well as more straightforward historical analysis. By the end of the class,
students should have grounding in the history of Black Chicago, as well as an appreciation of
how this history outlines and anticipates a broader account of Black life and racial politics in the
modern United States. A. Green.
27320. Emancipation and Literature. (=ENGL 27302) K. Warren. Spring. By taking up a
variety of writers (e.g., Herman Melville, John William De Forest, Albion Tourgée, William
Dean Howells, Mark Twain, Henry James), we examine how the struggle over how to
understand and represent the emancipation of the nation's Southern black populations shaped
novel writing during the late nineteenth century. K. Warren.
9
27803. Civil Rights History. This course offers an intensive survey of the Little Rock Central
High School desegregation struggles beginning in 1957, as a landmark episode in modern Civil
Rights history. We will engage emerging and established literatures on the Central High story,
African American movement activism, and the relationship of the Little Rock episode to both
national movement and national political cultures, as well as selected primary sources. Besides
evident thematic concerns (social activism, white backlash or conservative resistance,
constitutional questions of governmental authority, horizons and limits of the ideology of the
“New South,” the viability of racial liberalism in the 1950’s U.S., education as a terrain of social
struggle) this class will also address the role of history and memory together in establishing how
the Civil Rights Movement has been, and is, remembered. A. Green.
28201. U.S. Civil War and Reconstruction: 1846 to 1890. (=LLSO 26908) This course
explores the coming, course, and contestation of the outcomes of the U.S. civil war and the
postwar crisis of Reconstruction. J. Saville.
29101. From Antislavery to Empire, 1846-1915. This course explores the impact of slavery,
emancipation, and Reconstruction on the cultural, political, and social reconstitution of American
nationhood. Particular attention is given to the comparative dynamics of transcontinental
expansion before the American Civil War and the development of U.S. commercial, political,
cultural and/or military domains of influence in regions of West Africa, the Caribbean and
Pacific. J. Saville.
29600. Black Political Thought. This course is an intensive introduction to black political
thought. The majority of texts considered during the first part of the course will be from key
authors such as W. E. B. Du Bois, Marcus Garvey, Ida B. Wells Barnett, Malcolm X, Martin
Luther King, Jr., and bell hooks. During the second part of the course we will consider selected
examples of applications of black political thought to contemporary debates. M. Dawson.
Asian American
23700/33700. Capitalism, Colonialism, and Nationalism in the Pacific. This course compares
colonial capitalist projects and their dialogic transformations up to present political dilemmas,
with special attention to Fiji, New Zealand, and Hawai’i, and a focus on the labor diaspora, the
fates of indigenous polities, and tensions in contemporary citizenship. We will compare
Wakefield’s “scientific colonization” in New Zealand, Gordon’s social experiments and
indentured labor in Fiji, and the plantations, American annexation, tourism and the military in
Hawai’i. We will compare the colonial experiences of the Maori, Hawaiians and indigenous
Fijians, and also those of the immigrant laborers and their descendants, especially white New
Zealanders, the South Asians in Fiji and the Japanese in Hawai’i. General pro-positions about
nationalism, capitalism “late” and otherwise, global cultural flows, and postcolonial subject
positions will be juxtaposed with contemporary Pacific conflicts. J. Kelly.
28112. Asian Americans and the Legacies of War. (=HIST 27604) This course explores the
ways in which U.S. wars in Asia have transformed Asian-American social, economic, political,
and cultural life in the United States. Focusing on the impact of political conflicts on
communities in the United States rather than on geopolitical relations, the course opens up
discussions of migration, citizenship, U.S. imperialism, nationalism, neo- and post-colonialism,
10
and the production and use of racial representations in political conflict. We trace AsianAmerican histories and experiences through the Philippine-American War, World War II, the
Korean War, wars in Southeast Asia, and the post-9/11 period. We also examine topics such as
race, gender, national identity, power, violence, and cultural production within specific historical
contexts. T. Mah.
28181. The Historiography of Asian-American Studies. (=HIST 28501) This course is
designed to be both an introduction to the field and an opportunity to examine the forty-year
history of scholarship in Asian-American studies and its future direction. We familiarize
ourselves with some of the classic texts in Asian-American studies (including documentary
films), identifying various approaches and debates, while also carefully considering historical
contexts in which the works were produced. Readings alternate between historical narrative and
theoretical works meant to provide the tools with which to think about how historical narratives
are constructed. While tracing the development of the field from its beginnings in the late 1960s
to the present, the course also considers the 150-year history of Asians in the United States and
encourages thoughtful discussion on related topics. T. Mah.
Latina/o and Latin American
16101-16102-16103. Introduction to Latin American Civilization I, II, III. (=ANTH 2310123102-23103, HIST 16103-16102-1610, LACS 16100-16200-16300, SOSC 26100-2620026300). May be taken in sequence or individually. This sequence meets the general education
requirement in civilization studies. This course introduces the history and cultures of Latin
America (e.g., Mexico, Central America, South America, Caribbean Islands). Autumn Quarter
examines the origins of civilizations in Latin America with a focus on the political, social, and
cultural features of the major pre-Columbian civilizations of the Maya, Inka, and Aztec. The
quarter concludes with consideration of the Spanish and Portuguese conquest and the
construction of colonial societies in Latin America. Winter Quarter addresses the evolution of
colonial societies, the wars of independence, and the emergence of Latin American nation-states
in the changing international context of the nineteenth century. Spring Quarter focuses on the
twentieth century, with special emphasis on the challenges of economic, political, and social
development in the region. This course is offered every year. Autumn, Winter, Spring.
22804. Latino/a Intellectual Thought. (=CMLT 21401, GNDR 22401, LACS 22804, SPAN
22801) This course traces the history of Latina/o intellectual work that helped shape
contemporary Latina/o cultural studies. Our focus is on how Chicanas/os and Puerto Ricans have
theorized the history, society, and culture of Latinas/os in the United States. Themes include
folklore and anthropology, cultural nationalism, postcolonialism, literary and cultural studies,
community activism, feminism, sexuality, and the emergence of a pan-Latino culture.
Throughout, we pay attention to the convergences and divergences of Chicana/o and Puerto
Rican studies, especially as contemporary practitioners have encouraged us to (re)think Latina/o
studies in a comparative framework. R. Coronado.
26502. Freedom and Slavery in Brazil. (=HIST 26502). This course will explore social change
in Brazil, with a focus on the lived experience of slavery and emancipation in the nineteenth
century. It will also introduce methods of historical research. Students will write papers based on
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a wide variety of primary documents: accounts by foreign travelers; diaries; wills and testaments;
deeds of manumission; the 1872 national census and earlier surveys; records of the Atlantic slave
trade; writings by abolitionists; art and photographs. D. Borges.
28000. U.S. Latinos: Origins and Histories. (=HIST 28000/38000) This course examines the
diverse social, economic, political, and cultural histories of those who are now commonly
identified as Latinos in the United States. Particular emphasis is placed on the formative
historical experiences of Mexican Americans and Puerto Ricans. Topics include cultural and
geographic origins and ties; imperialism and colonization; the economics of migration and
employment; work, women, and the family; and the politics of national identity. R. Gutierrez.
29000/39000. Latin American Religions, Old and New. This course will consider twentiethcentury religious changes in a long-term historical perspective. We will analyze twentiethcentury religious rebellions; conversion to evangelical Protestant churches; Afro-diasporan
religions; reformist and revolutionary Catholicisms; new and New-Age religions. In order to
understand the characteristic religious field of Latin America, the course will begin with review
of select pre-twentieth-century issues, such as the transformations of Christianity in colonial
society and the Catholic Church as a state institution. D. Borges.
Native American Studies
21205. Intensive Study of a Culture: Iroquois. This course offers an overview of Iroquois
culture from its prehistoric backgrounds to the modern day. In addition to studying the basic data
of Iroquois ethnology, the course examines how Europeans and anthropologists have viewed the
Iroquois as well as how the Iroquois view themselves and others. R. Fogelson.
21301. Modern Readings in Anthropology: Shamanism. The venerable topic of shamanism is
explored in its original Siberian manifestations, North American variations, and extensions into
Central and South America and elsewhere. The New Age and not-so-New Age interest in
shamanism is also considered. R. Fogelson.
32003. Topics on Native America: Black Indians. This course covers 500 years of African,
African-American and Native American relations omitted or obfuscated in much of the
American historical record. Photographic and oral historic evidence will help to fill in some of
the gaps; biographical sketches will personalize the historical narrative. The chronological
structure of the course is complemented by weeks presentations of ongoing research on
recognized Black Indians. Open to advanced undergraduates with consent of the instructor. A. T.
Straus, Fogelson.
31800. Religious Movements in Native North America. New Agers essentialize and
romanticize Native American religions. Religious beliefs and practices are assumed to be
primordial, eternal, and invariable. However a closer examination reveals that Native American
religions are highly dynamic and adaptive, ever reactive to internal pressure and external
circumstances. Perhaps the most dramatic forms of religious change are the transformations that
anthropologists recognize as nativistic or revitalization movements. These movements on one
level represent conscious breaks with an immediate negative past and they anticipate a positive
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future in which present sources of oppression are overcome. Such movements have occurred
fairly regularly in the historical record and doubtless occurred prehistorically as well. Indeed the
collective memory of such events may be enshrined in myths. Many contemporary Native
American movements, be they political and/or religious, can be understood as sharing similar
dynamics to past movements. Classic accounts of the Ghost Dance, often considered to be the
prototypical Native American religious movement, analysis of the Handsome Lake Religion
among the Senecas, and other Native American religious movements will also be examined.
Open to advanced undergraduates with consent of the instructor. R. Fogelson.
33101-33102. Native Peoples of North America I, II. (=CHDV 33101) Must be taken in
sequence. This course is a comprehensive review of Native American cultural history, including
consideration of intellectual context, prehistory, ethnology, history, and the contemporary
situation. The last half of the third quarter is devoted to a mutually agreed-on topic in which
students pursue individual research, the results of which are presented in seminar format. Open
to advanced undergraduates with consent of the instructor. R. Fogelson.
34501, 34502. The Anthropology of Museums I, II. PQ: Open to advanced undergraduates
with consent of instructors. This course will consider museums from a variety of perspectives: as
cultural phenomena with particular histories and structures and functions; as sites of
entertainment and embodiments of popular culture; as institutions for cultural transmission; as
total institutions with distinctive world views and ideologies; and as battlegrounds for past and
present cultural wars. After some introductory discussions, among the issues examined will be
cultural presentation in the Columbian Exposition; the Native American Graves Protection and
Repatriation Act; the image and imagination of African American culture as presented in two
local museums; and museums as history and memorials as exemplified by Holocaust exhibitions.
Included in the seminar are several on-site visits to Chicago-area museums. R. Fogelson.
Comparative/General
10200. Introduction to World Music. Background in music not required. Students must
confirm enrollment by attending one of the first two sessions of class. This course meets the
general education requirement in the dramatic, musical, and visual arts. This course is a
selected survey of classical, popular, and folk music traditions from around the world. The goal
is not only to expand our skills as listeners, but also to redefine what we consider music to be, in
the process stimulating a fresh approach to our own diverse musical traditions. In addition, the
role of music as ritual, aesthetic experience, mode of communi–cation, and artistic expression is
explored. T. Jackson, P. Bohlman, Winter.
18803. Civil Rights in Twentieth-Century America. (=LLSO 22004) This course focuses on
struggles over the definition of civil rights and who could claim them over the course of the
twentieth century. The African American Freedom Movement is at the narrative center of this
course, but other civil rights movements (e.g., the women's movement, the gay rights movement,
other ethnic-based rights movements) are discussed as well. J. Dailey.
20104/30104. Urban Structure and Process. (=SOCI 25100, GEOG 22700/32700,) This course
reviews competing theories of urban development, especially their ability to explain the
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changing nature of cities under the impact of advanced industrialism. Analysis includes a
consideration of emerging metropolitan regions, the microstructure of local neighborhoods, and
the limitations of the past U.S. experience as a way of developing worldwide urban policy. O.
McRoberts.
20173. Inequality: Race, Class, Gender, and Neighborhood in American Society. (=SOCI
20173) This course is intended as a complement to SOCI 20103 for first- and second-year
students who are majoring in sociology, but is open to other students who have had little
exposure to current research in inequality. We cover the basic approaches sociologists have
employed to understand the causes and consequences of inequality in the United States, with a
focus on class, race, gender, and neighborhood. We begin by briefly discussing the main
theoretical perspectives on inequality, which were born of nineteenth century efforts by
sociologists to understand modernization in Europe. Then, turning to contemporary American
society, we examine whether different forms of inequality are persisting, increasing, or
decreasing, and why. Topics include culture, skills, discrimination, preferences, the family, and
institutional processes, addressing both the logic behind existing theories and the evidence (or
lack thereof) in support of them. M. Small.
20207. Race, Ethnicity and Human Development. 21st century practices of relevance to
education, social services, health care and public policy deserve buttressing by cultural and
context linked perspectives about human development as experienced by diverse groups.
Although generally unacknowledged as such post-Brown v. 1954, the conditions purported to
support human development for diverse citizens remain problematic. The consequent
interpretational shortcomings serve to increase human vulnerability. Specifically, given the
problem of evident unacknowledged privilege for some as well as the insufficient access to
resources experienced by others, the dilemma skews our interpretation of behavior, design of
research, choice of theory, and determination of policy and practice. The course is based upon
the premise that the study of human development is enhanced by examining the experiences of
diverse groups, without one group standing as the “standard” against which others are compared
and evaluated. Accordingly, the course provides an encompassing theoretical framework for
examining the processes of human development for diverse humans while also highlighting the
critical role of context and culture. M. Spencer
22104. Thinking/Acting: Race in Europe. This course will examine conceptions of race, forms
of racism (including anti-Semitism), and anti-racist movements in France and the German lands
from the late eighteenth century through the late twentieth. We will briefly consider eighteenthcentury understandings of race before moving on to an analysis of the place of those
understandings in the emancipation of both Jews and slaves during the French Revolution.
Nineteenth-century topics will include: intersections of race and nation, abolitionism, French
understandings of race in Algeria, new conceptions of racial difference in 19th century
imperialism, and changes in anti-Semitism. Twentieth-century themes will include the meanings
of race under the Third Reich and Vichy, decolonization and postcolonial Europe, implications
of Europeanification and German reunification for racial thinking, the “new” racism and antiracist mobilizations. L. Auslander.
22500/31700. Slavery and Unfree Labor. (=ANTH 22205/31700) This course offers a concise
overview of institutions of dependency, servitude, and coerced labor in Europe and Africa, from
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Roman times to the onset of the Atlantic slave trade, and compares their further development (or
decline) in the context of the emergence of New World plantation economies based on racial
slavery. We discuss the role of several forms of unfreedom and coerced labor in the making of
the ‘modern world,’ and reflect on the manner in which ideologies and practices associated with
the idea of a free labor market supersede, or merely mask, relations of exploitation and restricted
choice. S. Palmié.
23310. Anthropology of Travel. (=Anthro23310) The objective of this course is to consider
how the recognition of difference is coordinated through transnational networks of state
monitored travel. Moving away from disparate travel themes like tourism (which inadvertently
presume the unrestricted freedom of traveling subjects), or immigration (which inadvertently
presume and produce politically subordinate traveling subjects), this course specifically
addresses the history of the systems of movement (i.e., enslaved, voluntary and leisure) that
effectively transmit the meaning and significance of citizenship and belonging. In this sense,
nothing about travel is taken for granted, as the course observes how ones relationship to the
possibilities and conditions of travel can interpret ones social location and/or citizenry. The
organization of the literature can be read as a political narrative. The narrative suggests that
spaces are delimited or mapped not simply in connection to nation borders, but via the bodies or
citizenries that can and can't traverse them, at any given moment. Focusing upon the movements
of colonials and colonial subjects from the 18th Century to decolonization, in addition to
contemporary issues around immigrant, exile and leisure travel, this course details how travel
regulations locally tailor social life. It questions how we can begin to consider how practices and
conditions of spatial mobility are historically constitutive elements in the logics that not only
reference difference among subjects, but which empower the meaning the space itself, in relation
to the ways that differently restricted subjects are perceived and hence allowed to occupy,
engage and embody space, transnationally. K. Fikes.
23710/43710. Decolonization and the Pax Americana. This course focuses on Pax Americana
and what it has meant for decolonization and the economic, cultural, and political life of excolonies. We read works of leading anticolonial and postcolonial theorists (e.g., Gandhi, Fanon,
Said, Subaltern Studies) in connection with U.S. contemporary and contrapuntal figures (e.g.,
Gandhi with Truman, Fanon with Wendell Willkie). Theorists of empire from Gibbon,
Macaulay, and Maine to Niall Ferguson and Hart and Negri are contrasted with and connected to
actual theorists and wielders of American power from Mahan and Upton, to Rostow and
Kissinger, to Fukuyama, Powell, Haass, and Rumsfeld. J. D. Kelly. Offered 2008-09; not offered
2007-08.
24001-24002-24003. Colonizations I, II, III. (=ANTH 18301-18302-18303, HIST 1830118302-18303, SOSC 24001-24002-24003) Must be taken in sequence. This sequence meets the
general education requirement in civilization studies. This three-quarter sequence approaches the
concept of civilization from an emphasis on cross-cultural/societal connection and exchange. We
explore the dynamics of conquest, slavery, colonialism, and their reciprocal relationships with
concepts such as resistance, freedom, and independence, with an eye toward understanding their
interlocking role in the making of the modern world. Themes of slavery, colonization, and the
making of the Atlantic world are covered in the first quarter. Modern European and Japanese
colonialism in Asia and the Pacific is the theme of the second quarter. The third quarter
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considers the processes and consequences of decolonization both in the newly independent
nations and the former colonial powers. J. Kelly, S. Palmie, Autumn; J. Saville, S. Dawdy, J.
Hevia, Winter; S. Burns, L. Auslander, D. Chakrabarty, H. Agrama.
24140. Qualitative Field Methods. (=SOCI 20140) This course introduces techniques of, and
approaches to, ethnographic field research. An emphasis is placed on quality of attention and
awareness of perspective as foundational aspects of the craft. Students conduct research at a site,
compose and share field notes, and produce a final paper distilling sociological insight from the
fieldwork. O. McRoberts.
24500. Dialect Voices in Literature. (=ENGL 14600/34600, LING 24500/34500) S. Mufwene.
Winter. This course is a "hands-on" application, to literary criticism, of findings in the study of
nonstandard language varieties. Students are taught to evaluate the accuracy of nonstandardspeech representation in fiction, in an effort to determine whether a particular author commands
it well, and whether the representation matches characters and contexts. In other words, how
much stereotyping is there and to what extent does the representation diverge from the real
"dialect"? We go from the entertaining aspect of "dialect" representation to its
emblematic/indexical function, assessing particular authors' artistic skills, in more or less the
same way an art critic would be assessing, say, a classical painter's skills, analyzing, for instance,
the way he/she uses his/her brush and combines colors and lighting to produce specific effects.
It is usually also useful to invoke history in order to have an idea of the writer's intentions, which
can shed light on his/her decisions. Students learn to do both library and field research to find
information about the relevant "dialect." The term is used loosely here to apply also to what
some linguists would treat as separate languages, such as creoles and pidgins. Yes, it is an
indirect way of teaching dialectology to literary critics and making them aware of the relevance
of research in dialectology to their research area. Students are encouraged to work on books of
their own choices. Some students have also proposed to apply the techniques they learn to
cinema. S. Mufwune.
26600. Critics of Colonialism: Gandhi and Fanon. (=HIST 26600/36600, SALC 20700) This
course is devoted to discussing some primary texts by Gandhi and Fanon on colonialism and
commentaries on them. D. Chakrabarty.
27000. Philosophy, Race, and Racism. (=LLSO 22701, PLSC 27000) This course is an
intensive examination of some selected philosophical treatments of race and racism. Topics
include the history of European racial thought; biological and social constructionist notions of
race; the conceptualization of racial and cultural identities as “mixed” or “mestizo”; the
interpretation of racial identities in the perspective of the philosophy of history; and the conflict
between cognitivist and noncognitivist theories of racism. Readings include now “classic” texts
by W. E. B. Du Bois, Jean-Paul Sartre, and Frantz Fanon, as well as recent work by Linda
Alcoff, Anthony Appiah, Molefi Asante, Etienne Balibar, Homi Bhaba, Jorge Garcia, Paul
Gilroy, Charles Mills, Michele Moody-Adams, and Adrian Piper. R. Gooding-Williams.
27130. America: Society, Polity, Speech Community (=LING 27130, ANTH 27130). We
explore the place of languages and of discourses about languages in the history and present
condition of how American mass society stands in relation to the political structures of the North
American (nation-)states and to American speech communities. We address plurilingualisms of
several different origins (indigenous; immigrant) that have bee incorporated into the
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contemporary American speech community; the social stratification of English in a regime of
standardization that draws speakers up into a system of linguistic "register"; and how language
itself has become an issue-focus of American political struggles In the past and
contemporaneously. M.Silverstein
27400/37400. Race and Racism in American History. (=HIST 27400/37400, LLSO 28711)
This lecture course examines selected topics in the development of racism, drawing on both
cross-national (the United States, Latin America, and the Caribbean) and multiethnic (African
American, Asian American, Mexican American, and Native American) perspectives. Beginning
with the premise that people of color in the Americas have both a common history of
dispossession, discrimination, and oppression as well as strikingly different historical
experiences, we probe a number of assumptions and theories about race and racism in academic
and popular thought. T. Holt.
26400/36400. Literaturas del Caribe Hispanico. This course explores the literatures produced
in the Spanish-speaking Caribbean (e.g., Cuba, Santo Domingo, Puerto Rico) during the
twentieth century, including those of its migrant and exile communities. Questions concerning
the literary elaboration of the region's histories of slavery and colonialism, militarization, and
territorial displacements are at the center of our discussions. A. Lugo-Ortiz.
27403/37403. African-American Lives and Times. (=HIST 27403/37403) This colloquium
examines selected topics and issues in African-American history during a dynamic and critical
decade, 1893 and 1903, that witnessed the redefinition of American national and sectional
identities, social and labor relations, and race and gender relations. A principal premise of the
course is that African-American life and work was at the nexus of the birth of modern America,
as reflected in labor and consumption, in transnational relations (especially Africa), in cultural
expression (especially music and literature), and in the resistance or contestation to many of
these developments. Our discussions are framed by diverse primary materials, including visual
and aural sources, juxtaposed with interpretations of the era by various historians. T. Holt.
27500. Language and Globalization. Beware of some myths: 1) Globalization is not as recent
a phenomenon as economists have generally led us to believe, although it has undoubtedly
operated in faster and more complex ways since the late 1980s. 2) Globalization does not mean
the same thing as its more common French translation mondialisation – it certainly does not boil
down to McDonaldization or Americanization. 3) It would not be mistaken to characterize
globalization as a new form of colonization. 4) Claiming that it is making the world more and
more uniform amounts to focusing on some epiphenomena only, thus overlooking disparities and
ever-increasing inequities that it has created between the haves and have-nots, especially
between highly industrialized and less-industrialized nations. Such a position overlooks many
populations that either have been marginalized from globalization or are little affected by it. 5)
Globalization as talked about by economists has not endangered languages to the same extent
around the world. 6) It is not always privileging major European languages, certainly not
everywhere, although these have typically served as lingua francas. 7) Lingua francas compete
within their league, among themselves, whereas vernaculars compete within their league too.
One must look at languages in various ethnographic settings as similar species competing for the
same resources on which they depend for their survival. They are in true competition when they
serve the same communicative functions for the same population of speakers. The world-wide
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spread of English today does not necessarily endanger indigenous languages – not in former
exploitation colonies, where it serves primarily as a lingua franca – though it is slowing down or
reversing the equally imperial spread of other European languages. 8) English is a beneficiary of
globalization, not a means by which this phenomenon is affecting the relevant parts of the world.
9) English is not about to become a vernacular in continental Europe, despite its increasing usage
in the business and academic worlds. It is therefore not endangering the vitality of continental
European languages in their vernacular function. 10) Why should anybody be led to believe that
marginalized European languages will be revitalized by their usage as official languages at
meetings of the European Union? This course helps us debunk such myths and others. It helps
us understand how complex and polymorphic the phenomenon of globalization is, grounding it
in a rich historical and comparative perspective. S. Mufwene. W. Wimsatt
27600. Interdisciplinary Research Methods for Race and Ethnic Studies (B.A. Colloquium).
This course is designed to introduce students to a range of qualitative research methods and to
help determine which method would fit a research project of their own design in the field of race
and ethnic studies. The course will function as a research workshop in which students identify a
research topic, develop a research question, and explore a range of methods that may or may not
be appropriate for the research project. Students will get a chance to read each other’s work and
work through ideas that can serve as the proposal for a B.A. project. Recommended for students
in interdisciplinary programs who are interested in researching topics that focus on race and
ethnicity. T. Mah.
28300. Housing Segregation in the United States. (=HIST 27105) This course examines the
historical development of racially segregated metropolitan areas in the United States from the
end of the 19th century to the present. During the quarter, we will look at the historical roots of
division along lines of race and class in spatial as well as economic and cultural terms. We will
discuss the impact of various phenomena such as migration, economic shifts, housing legislation,
changing social and cultural ideals, and notions of the “American dream.” The course will also
touch on currently relevant topics such as housing discrimination, urban renewal, public housing,
urban sprawl, homelessness, and gentrification, paying particular attention to the ways in which
these developments relate to racial and economic inequality. Our explorations will cover
metropolitan areas across the country, but will include a special focus on the Midwest in general
and Chicago in particular. T. Mah.
29700. Reading and Research: Comparative Race Studies. PQ: Consent of instructor and
Director of Undergraduate Studies. Students are required to submit the College Reading and
Research Course Form. Autumn, Winter, Spring.
29800. Comparative Race Studies in Context: Service Learning/Internship Credit. PQ:
Consent of Director of Undergraduate Studies required. Open to students accepted into an
internship program or placement at a non-profit organization, government agency, or other
community-based context, who are also considering the program in Comparative Race and
Ethnic Studies. Enrollment in the course is limited to 15 students and preference will be given
to students majoring or minoring in Comparative Race and Ethnic Studies. Students must make
arrangements with the Director of Undergraduate Studies before beginning the internship and
submit a College Reading and Research Course Form by the beginning of the quarter in which
the course is taken. For summer internships, students must declare their intention to take the
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course by the end of spring quarter and register for the course the following fall quarter. For
internships during the academic year, students should meet with the Director of Undergraduate
Studies as soon as possible before the beginning of the internship and before the beginning of the
quarter when credit is to be earned. The aim of this course is to provide students with the
opportunity to reflect on their experiences working within a community context. Students will
receive a short list of supplementary readings after declaring their intention to take the course.
The course will meet only once or twice during the quarter. Students will be required to write a
15-20 page paper about their experience, especially as it relates to structures of racial inequality
in American society or in a broader global context. Offered Autumn, Winter, Spring.
29900. Preparation for the B.A. Essay. PQ: CRES 27600, consent of the faculty supervisor and
Director of Undergraduate Studies. Students are required to submit the College Reading and
Research Course Form. This course is taken for a quality grade. Autumn, Winter, Spring.
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